Te One School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 59
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- North Road, Waitangi (Chatham Islands), Chatham Islands
- Territorial authority
- Chatham Islands Territory
- Phone
- 03-3050023
- office@teone.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Chatham Islands
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 50
- Māori
- 48
- Pacific
- 4
- Asian
- 1
- MELAA
- 0
- Other
- 2
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 9 | 0 | 0 | 0 | 0 | 4 | 0 | 10 |
| Year 02 | 10 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Year 03 | 7 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Year 04 | 5 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Year 05 | 3 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Year 06 | 7 | 0 | 0 | 0 | 0 | 7 | 0 | 7 |
| Year 07 | 4 | 0 | 0 | 0 | 0 | 4 | 0 | 5 |
| Year 08 | 5 | 1 | 1 | 0 | 0 | 4 | 0 | 6 |
| Total | 50 | 1 | 1 | 0 | 0 | 43 | 0 | 55 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 9 | 0 | 0 | 0 | 0 | 4 | 0 | 10 |
| Age 06 | 10 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 07 | 7 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Age 08 | 5 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Age 09 | 3 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Age 10 | 6 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Age 11 | 4 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 12 | 3 | 1 | 0 | 0 | 0 | 2 | 0 | 3 |
| Age 13 | 3 | 0 | 1 | 0 | 0 | 2 | 0 | 4 |
| Total | 50 | 1 | 1 | 0 | 0 | 43 | 0 | 55 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Te One School | 0% |
|---|---|
| Area Outside Region | 0% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Te One School | 0% |
|---|---|
| Area Outside Region | 0% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Te One School | 0% |
|---|---|
| Area Outside Region | 0% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 483
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 7 June 1885
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 3
- Last reviewed
- 7 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (12 October 2023)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 12 October 2023 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
What this report states about the school
As stated in ERO’s report of 7 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners from Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 7 May 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa .
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
About the School
Te One School provides education for learners from Years 1 to 8, with a current roll of 55. 94% of learners identify as Māori [of whom 50% also identify as Moriori ], 4% as New Zealand European and 2% as Asian. Its local curriculum utilises the school’s location, including natural environment-based learning activities.
Progress since October 2023 ERO report
The school and ERO were working together to evaluate the impact of a writing curriculum.
The school expected to see:
increased collective capability to deliver effective writing programmes
acceleration of learner progress to reduce inequities in achievement in writing
increased numbers of learners meeting or exceeding expectations in writing
strategic reporting on progress and achievement.
Greater consistency in assessment and moderation practices has improved teachers’ capabilities to deliver increasingly effective writing programmes and to determine and respond to learner’s next steps to make progress. School leadership and the board are taking steps to make greater use of learner information about progress and achievement in writing to guide improvement priorities.
During the course of the evaluation, learners’ progress and achievement in writing have made a small increase. A large majority of learners are achieving at and above curriculum expectations in writing, with equitable achievement for Māori and Moriori learners.
Structured literacy approaches across the school are leading to improved engagement and positive outcomes for learners in writing.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? The school is improving teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs require better support to achieve their education goals.
How well does school planning and conditions support ongoing improvement? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is significantly behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Increasing collaboration between teachers is starting to build shared understandings about expectations across the school in literacy and mathematics and making a positive impact on the robustness of achievement information.
The school is initiating steps to improve target learners’ progress in literacy and mathematics.
Leadership is establishing systematic processes to analyse progress and achievement data to inform planning.
Targeted professional learning and support are aligned to the school’s strategic focus and goals.
Local partnerships are increasing learners’ interactions and connections with iwi and imi, the local environment and community.
Key priorities and actions for improvement
The agreed next steps for the school are to:
further develop the school curriculum to improve learner progress, incorporating structured approaches to literacy and mathematics learning
embed schoolwide consistency in teaching practice and assessment to improve teacher understanding and expectations about learner progress
improve levels of achievement in literacy and mathematics for all learners, with a particular focus on accelerated progress for target learners not yet meeting curriculum expectations
improve regular attendance for all students to meet Government targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
implement proactive strategies with the school community to encourage and sustain regular attendance
Every six months:
monitor and evaluate the impact of structured approaches in literacy and mathematics on learner progress and achievement; use this information to prioritise actions for continued improvement
moderate, analyse and use achievement information to respond and report on the progress and achievement of all students, with a particular focus on accelerated progress for target groups of learners and those at risk of not achieving
monitor and report to the board and school community on the effectiveness of strategies used to improve regular attendance rates for all learners
Annually:
review and refine structured approaches in literacy and mathematics to align with learner needs and support the implementation of actions for continued progress
evaluate and report to the board on year group and school wide progress and achievement data, using trends identified to inform strategic and resourcing decisions
evaluate patterns in attendance for all learners and use this information to identify next steps to continue to increase regular rates of attendance.
Actions taken against these next steps are expected to result in:
most learners achieving at or above expected curriculum levels in reading, writing and mathematics, including improvements in progress for target learners
consistent high-quality teaching and assessment practices embedded across the school, leading to improved achievement outcomes for all learners
improved rates of regular attendance for all learners.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki Let’s continue to work together for the greater good of all children
Sharon Kelly Director of Schools (Acting)
7 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 3 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).